高三拓展阅读The boy and the apple tree公开课优质课件
高三英语专项校公开课阅读理解猜测词义演示文稿
What does a “swab” mostly probably mean?_____ Ａ
A.something soft, small and used in clinics B. something hard, long and used at home C. something thin, wet and like an elbow D. something safe, big and like a toy
第10页，共39页。
Example3
1.Andrew is one of the most supercilious men I know. His brother, in contrast, is quite humble and modest.
词义：________ 2. Mr. S傲m慢ith的loves to talk, and his wife is similarly
第11页，共39页。
Pracitce3:
Even the Ethiopian public has only seen Lucy twice. The Lucy on exhibition at the Ethiopian National Museum in
the capital, Addis Ababa, is a replica while the real remains are usually locked in a secret storeroom. (2012全国II)
What does the words “a replica” in Paragraph 2 refer
【课件】高三英语阅读理解之说明文技巧公开课课件(21和22年高考真题为例 )
GO!
READY ?
ROUND 1
ROUND 2
PART 1
说明文体裁分析
What is expository essay?
purpose
subject（说明对象）
Exposition
to introduce to describe
an object
a research report
事物说明 事理说明
space or a coffee shop provides a certain level of noise while also providing
freedom from interruptions.
2
(2021 全国乙卷 D)
①levDeul roinf gdiasntrainctteiorvniPoe(p干weeof扰npolroe) ofifpnincreeehf.ioesfromcpoye-wbnoooorfkkfiiscn,egm, shypeaincsteaeiradvn,ied“wTaehracots’sfafeidwehssyohmIoephtahtovinegaI
typically use an open office layout (布局). But I recently came across a study that shows why his approach works.
p1: 说明对象 语篇结构 ②The researchers examined various levels of noise on participants as they completed tests of creative thinking.
a social phenomenon
高三语文一轮复习文言文阅读名师公开课省级获奖课件
注重基础知识的掌握
强调基础知识的重要性，要求 学生熟练掌握课本中的文言文 篇目和相关知识点。只有基础 扎实，才能在高考中取得好成 绩。
多做模拟题，提高应试能 力
建议学生多做模拟题，通过模 拟考试来检验自己的备考成果 和应试能力。同时，针对模拟 考试中出现的问题进行及时总 结和反思。
关注考试动态和政策变化
对未来文言文学习的建议和展望
01
02
03
04
深化基础知识学习
建议学生继续巩固和深化文言 文基础知识，提高阅读和理解
能力。
拓展阅读范围
鼓励学生广泛阅读不同类型的 文言文篇章，拓宽视野，增强
语感。
关注文化内涵
在学习文言文的过程中，注重 挖掘其背后的文化内涵，提升
文化素养。
创新学习方式
探索多样化的学习方式，如小 组讨论、角色扮演、演讲等，
文阅读的命题规律和趋势，提高学生的应试能力。
答题思路和方法总结
理解文章主旨和作者观点
指导学生如何快速浏览全文，把握文章主旨和作者观点，为后续答题 打下基础。
分析文章结构和写作特点
引导学生分析文章的结构和写作特点，包括论证方法、修辞手法等， 帮助学生更好地理解文章内容。
掌握常见文言实词和虚词的含义和用法
提高学习兴趣和效果。
THANK YOU
感谢聆听
巩固基础知识
通过复习，使学生掌握文言文基本词汇、语法和句 式结构，提高阅读理解能力。
提升解题技巧
指导学生掌握文言文阅读的解题方法和技巧，提高 答题速度和准确性。
拓展文化视野
通过文言文阅读，引导学生了解古代文化、历史背 景和思想观念，提升文化素养。
文言文阅读在高考中的重要性
高三英语一轮公开课教案
高三英语一轮公开课教案•相关推荐高三英语一轮公开课教案作为一名辛苦耕耘的教育工作者，常常要根据教学需要编写教案，借助教案可以让教学工作更科学化。
教案要怎么写呢？下面是小编整理的高三英语一轮公开课教案，欢迎阅读，希望大家能够喜欢。
高三英语一轮公开课教案1● Teaching aims1．掌握“四会”单词、词组，同时记忆“三会”词组，了解词义和用法。
2．掌握下列交际用语，并掌握其正确的语音、语调，在合适的语言环境中能够学以致用。
3．掌握现在进行时的陈述句、疑问句及其答语。
● Key points1．掌握“四会”单词、词组。
2．掌握并灵活运用日常交际用语。
● Difficult points1．掌握一般现在时的陈述句、疑问句及其答语。
2．掌握邀请及其回答的习惯用语。
● Teaching methods复习法、情景教学法、归纳法。
● Teaching aids投影仪、微机、图片、投影片课件Lesson 89教学演示.ppt。
● Teaching proceduresStep 1 RevisionRevise the word “have” and the Present Continuous Tense.Step 2 Presentation展示动画《Talk about food and drink.swf》中的listening的场景，回答问题后，展示其他的对话情境，播放顺序根据学生的接受水平而定。
Step 3 Read and act1. 每个对话在展示时，都先隐藏文字听声音，让学生说出对话的大意。
2. 给出文字，学生理解对话的内容后，分别跟读、朗读。
3．引导学生熟悉使用这些交际用语，静音状态下，让学生看动画，演示对话内容。
4．让学生分组读对话（可先给2分钟准备）。
Step 4 Consolidation＊根据场景Interview的对话，填写表格Fill in the blanks：Peggy’s breakfasther favourite sportsJimmy’s breakfastthe thing he likes to do＊用some或any完成下列句子。
高三英语复习公开课课-PPT
Language points
易混点：
1. In her 40 years of practice, the doctor delivered many babies. 接生孩子
2. She was delivered of a healthy baby. 生孩子
get married wtioth a rich monster named Black. (孙梦雅)
But Xiaoqian loved Ning so much that she would rather die than leave him. (杭天元)
They struggled against Grandma and Black for love. “Be with you, or I will die.” They said to each other, hand in hand. It was their determination that moved their friend, Zhuo Yaoshi, who offered help to them.(曹尚飞)
Notes
1.lead to 2. would rather
lead to
一、four different meanings 1) 把…带到, 领到
The bell-boy led us to our rooms. 旅馆服务员2) 使某人做某事 What is it that led you to leave American? 3) (道路)通向 All rivers lead to the sea. 4) 导致, 引起 Heart failure led to her father’s death.
2024届高三英语读后续写公开课
Extended Writing——Reading for WritingⅠ Teaching aims:1)To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.2)To lead students to analyze the plot of the story and the changing emotions of Jenny.3)To teach students how to assess a passage in terms of specific criteria including coherence, transition, content, language, etc.Ⅰ Teaching important points:Grasp the plot development and the emotional line of the text as a whole.Ⅰ Teaching difficult points:The completeness of the continuation and the harmony with the context of the original text.Ⅰ Teaching methods:student-oriented learning; cooperative learning; practiceⅠ Teaching procedures:Presentation materials：阅读下列材料，根据其内容和所给段落开头续写两段，使之构成一篇完整的短文，续写的字数应在150左右。
Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn't help weeping when she thought of the scolding from her mother. Having wandered in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, She sighed and had to leave.The seller behind the stand, noticed the young girl and asked, “ Hey, girl, you want to have the noodles?”“oh yes... but I don't have money on me” she replied.“That's nothing. I'll treat you today,” said the man.“Come in”The seller brought her a bowl of noodles, whose smell was so attractive. As she was eating, Jenny cried silently.“What is it?” asked the man kindly.“Nothing, actually I was just touched by your kindness!” said Jenny. “Ev en a stranger on the street will give me a bowl noodles, while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”Hearing the words, the seller smiled, “Girl, do you really think so? I only gave you a bowl of noodles and you thank me a lot. But it is your mother who has raised you since you were baby. Can you remember the times she cooked for you? Have you expressed your gratitude to her?”Jenny sat there speechless and numb with shock; she remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel grateful, but I have never thanked my mum for what she has done for me.”On the way home Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.Paragraph 1 Nearing the doorway, Jenny took a deep breath. ________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 2 A gentle touch on her hair called her mind back. _______________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________Step 1 Warming-up: (5mins)1)Ask the students two questions：Did you ever have a quarrel with your parent?Do you know how to fix a broken relationship after a quarrel?2)Then ask the students to watch a video telling mother love.Step 2 While reading (15mins)1)Ask the students to find the six elements in the story.2)Ask the students to read the text again and draw a plot line and anemotional line.3)After drawing the plot line and emotional line, get the students to think:What questions will come into your mind seeing the given sentences?4)Ask the students to draw a mind map to make predictions about what to write in Para1. andPara 2. by using some adjectives and phrasal verbs (动词短语).Step 3 Presentation (20mins)Ask the students to show their writings in front of the whole class.Step4 Summary Summarize the steps to continue a story.Step5 Assignment Complete your writing according to the Assessment Criteria for Writing, and then share your writing with your classmates.。
高中英语 A boy and his tree课堂活动表演剧本素材
A boy and his treea long ago,there was a huge apple tree. a little boy love to come and play around it everyday.he climbed to the tree top,ate the apples,took a nap under the shadow…he loved the tree and the tree loved to play with him.time went by…the li ttle boy had grown up and he no longer played around the tree everyday.one day,the boy came back to the tree and he looked."come and play with me ,"the tree asked the boy ."i am no longer a kid, i don't play around trees anymore."the boy replied,"i want toys.i need money to buy them.""sorry,but i don't have money…but you can pick all my apples and sell them.so,you will have money."the boy was so excited .he grabbed all the apples on the tree and left happily.the boy never came back after he picked the apples.the tree was sad.one day,the boy returned and the tree was so excited."come and play with me ,"the tree said."i don't have time to play.i have to work for my family.we need a house for shelter.can you help me?""sorry,but i don't have a house .but you can chop off my branches to build your house."so the boy cut all the branches of the tree and left happily.the tree was glad to see him happy but the boy never came back since then.the tree was again lonely and sad.one hot summer day,the boy returned and the tree was delighted."come and play with me !"the tree said."i am sad and getting old.iwant to go sailing to relax myself.can you give a boat?""use my truck to build your boat.you can sail faraway and be happy."so the boy cut the tree truck to make a boat .he went sailing and never showed up for a long time.finally, the boy returned after he left for so many years."sorry,my boy.but i don't have anything for you anymore.no more apples for for you…“the tree said."i don't have teeth to bite."the boy replied."no more truck foe you to climb on.""i am too old for that now."the boy said."i really can give you anything…the only thing left is my dying roots."the tree said with tears."i don't need much now,just a place to rest.i am tired after all these year" the boy replied."good!old tree roots is the best place to lean on and rest. come,come sit down with me and rest."theboy sat down and the tree was glad and smiled with tears……this is a story of everyone. the tree is our parent. when we were young, we loved to play with mom and dad……when we grown up, we left them…only came to them when we need something or when we are in trouble.no matter what,parents will alway be there and give everything they could to make you happy.you may think the boy is cruel to the tree but that how all of us are treating our parent.time is too slow for those who wait,too swiftfor those who fear,too long for those who grieve,too short for those who rejoice,but for those who love,time is eternity.。
男孩和苹果树的故事(英文版)课件
It helps learners develop their imaginations and descriptive abilities by encouraging them to use vivid and sensory language to describe scenes, characters, and emotions.
The Boy and the Other Characters: Varied Relationships Depicted
The Apple Tree and the Other Characters: Interactions That Shape the Plot
Theme Analysis
The tree offers the boy a branch to sit on and rest, which he gratefully accepts.
The boy realizes that the tree has given him something very valuable: its branches for sitting, its apples for eating, and its trunk for climbing.
Develop and Evolve throughout the Course of the Story
The Apple Tree
evolves from a Gie Apple Tree: A Deeply Symbiotic Relationship
The boy climbs the apple tree and picks apples, representing the child's growth and exploration.
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The Giving Tree
--- Shel Silverstein
Fast Reading:
1. What did the apple tree NOT give to the boy?
A. Apples.
B. Branches. C. Love. D. Money.
The boy cut the tree trunk to make a boat. He went sailing and never showed up for a long time.
The tree_w_a_s_h_a_p_p_y_,_b_u_t_i_t_w_a_s_n_o_t__tr_u_e_. _
Student 3. List what you can do to relieve your parents’ burden.(para 4)
Student 4. Present your composition to the whole class.
Our parents have _d_e_v_ot_e_d_ everything they have __t_o__ us.
“No more trunk for you to climb on.” “I’m too old for that now.”
“ … the only thing left is my dying roots,” the tree said with tears.
“ … just a place to rest...”
The second time he came back, the tree was __s__o__e_x__c_i_t_e_d.
“Come and play with me.”
“I don’t have time to play. I have to work for my family. I need a house for shelter.”
The fourth time he returned after being away for many years
“…I don’t have anything for you anymore. “I don’t have teeth to bite.” No more apples for you.”
3. What is the moral of the story? A.We can always turn to our parents whenever we need. B.We should understand and learn to care our parents. C.One needs to give, not just to take. D.Parents don’t need children’s care.
__i_n__lo_w__s_p_i_r_it_s____, they try to cheer us up and encourage us to
fight s_o_r_r_ow__.
Their devotion is so a_d_m_i_r_a_b_le_ that it touches us deeply. So
devoted
irresponsible
“…gethnee…brooyuiss cruel to the trees…e”lf(-Pc40e)…ntered
Discussion:
What kind of problem does the story reveal?
Parents devote everything to their children selflessly while children care little about parents’ feelings and do not realize how much parents give them.
The boy was_e_x_c_it_e_d_. He picked all the apples on the tree and left_h_a_p_p_il_y_. The boy never came back after he picked the apples.
The tree was s_a_d_.
we should _s_h_o_w__ _a_p_p_re_c_i_a_t_io_n__f_o_r what they have done for us.
Mum/Dad, I want to say to you…
(using one or two sentences)
Group 4
show respe advice and exchange feelings and
thoughts from time to time…
have heart-to-heart talks with them…
share their trouble and worries…
（parents）
（children）
“Nocmaaritntegr what, parents will alwsaeylsfibsehthere andsegilvfeleesvserything they could togmreaekdeyus
haptopyle.”r(aP3n9) t
dependent
2. Which of the following is NOT true according to the passage? A.The apple tree gives the boy everything the boy asked for. B.The boy takes away almost everything the apple tree has. C.The apple tree gives its love to the boy on no conditions. D.The boy seldom considers the feelings of the apple tree.
“Come and play with me.” “I am no longer a kid. I don’t play around trees any more.” “I want toys. I need money to buy them.”
“I don’t have money. But you can pick all my apples and sell them. So you will have the money.”
Intensive Reading:
How many times did the boy come back to the apple tree for things he needed?
The first time he came back to the tree，he looked _s__a_d__.
“…Old tree roots are the best place to lean on and rest. Come, come and sit down with me and rest.”
The boy sat down and the tree was g__la_d_ and _sm__i_l_e_d_w__i_th__te_a_r_s_.
“Come and play with me.”
“I’m sad and getting old. I want to go sailing to relax myself. Can you give me a boat?”
“Use my trunk to build your boat. You can sail far away and be happy.”
What have parents done for us?
Group 1
Group 2
Group 3 Group 4
Share your moving stories with us!
What can we do to pay back parents’ devotion?
Gbroeugpr1ateful Gtoroouupr2parentGs…roup 3
What we have a_c_c_o_m_p_l_is_h_e_d__ so far largely depends on them.
_A__p_ar_t__f_r_om__ material support, they also inspire us to _g_o__a_f_te_r_ our dreams. When we are
develop the ability to live on our own…
…
Write a composition in groups of four.
Student 1. Describe the picture.(para 2)
Student 2. Talk about your feelings of the picture based on your own experiences.(para 3)
“I don’t have a house. But you can chop off my branches to build your house.”
The boy cut all the branches off the tree and left __h_ap_p_i_l_y_ . The boy never came back since then.
The tree was _g_l_a_d_ to see him happy but the boy never came back since then. The tree was again _l_o_n_el_y__an_d__s_a_d_ .